Describes an instructional method in secondary school mathematics applicable to physics instruction, to develop conceptual understanding of motion word problems. Distance, rate, and time are defined, used as variables and considered with relative motion as a unifying concept. (JM)

Reports study of 727 metropolitan area children in grades four through twelve to determine ability to apply the concept of proportion. Successful proportional reasoning is not achieved earlier than senior high school. Concludes that a gap exists between science and mathematics curricula and student's reasoning ability. (JM)

The use of indicator functions is promoted as a vehicle for providing students with greater appreciation and understanding of the function concept, which might be good preparation for the functional concepts of probability and random variable. The use is seen to provide a reasonably accessible method of verifying set-theoretic statements. (MP)

Bulletin board possibilities are suggested for a sequence of topics and chapters taken from a typical, commercial, first-year algebra textbook. Each bulletin board not only correlates with the mathematics chapter topic, but also represents a pedagogical approach such as exploration, enrichment, reinforcement, initial exposure, and application. (JN)

The Weight Problem of Bachet de Meziriac is described, which looks for four integral weights to measure every amount between one and forty kilograms. Discussed are generalizations of the problem and analogous problems, solutions of particular cases, and a solution of the general problem. (MP)

In elementary grades, word problems that cannot be solved by a routine application of a single arithmetic operation can cause a great deal of difficulty. The role of several factors in children's performance when solving two-step problems of a given structure was probed. (Author/MP)

The usual methods for solving quadratic equations are noted to require either the use of numerical formula or curve plotting on graph paper. The method described here enables pupils to solve equations using only a 45 degree setsquare, graph paper, and a pencil for those which have both real roots and real coefficients. (Author/MP)